- Department: Education
- Module co-ordinator: Dr. Lynda Dunlop
- Credit value: 30 credits
- Credit level: I
- Academic year of delivery: 2022-23
- See module specification for other years: 2021-22
In a time of unprecedented environmental crisis, affecting all of humanity, how can education bring about real global and local change? This interdisciplinary module will draw on literary, philosophical and scientific approaches to explore the relationships between education, people, nature, the environment and sustainability.
Occurrence | Teaching period |
---|---|
A | Autumn Term 2022-23 to Summer Term 2022-23 |
“No-one will protect what they don’t care about; and no-one will care about what they have never experienced.” David Attenborough.
We are living at a time of unprecedented environmental crisis. Climate change, pollution, deforestation and degradation of the land are no longer vague threats on the horizon; they already affect the quality of life, worldviews and existential choices of a majority of the Earth’s population. It is now clear that if crucial changes are not made urgently, humans and many other species will, in the very short term, cease to exist in their current state.
In this context, how can education effect real change? How can it help young people understand fully those questions, and the ways in which they will shape their future? The debate is so heated, and the issues so pressing, that creating the conditions for rational discussion and informed decision-making is a challenge in itself. In this interdisciplinary module, we draw on literary, philosophical and scientific approaches to explore the relationship between education and nature, the environment and sustainability, globally as well as locally.
The module will develop students' conceptual knowledge about nature, the environment and sustainability in relation to contexts and theories of education, both formal and non-formal/informal. Through this, it will also strengthen students' analytic, creative and critical skills. There will also be a focus on praxis, through which students will gain experience and understanding of graduate-level skills in the enactment of theory in educational practice.
This module will build on learning from Stage 1 (most notably Key Concepts of Education; What is Education?; Critical and Creative Approaches to English). You will be able to
The module will be taught weekly through lectures, practical workshops and independent reading. There will be regular reading tasks with which you will be expected to engage, and you will need to draw on your understanding of texts in class discussion. You will also have the opportunity to participate in, plan and carry out educational interventions in and about nature, the environment and sustainability, including for example contributions to World Philosophy Day and One Planet Week.
The module content will address and integrate
Task | Length | % of module mark |
---|---|---|
Essay/coursework Essay: Analysis of practice related to NES |
N/A | 67 |
Essay/coursework Essay: Critical response to a text about NES |
N/A | 33 |
None
Reassessment will be at the component level.
Formative assessment will be through a range of small tasks distributed across the autumn and spring terms, including guided reading/response tasks. These will give frequent feedback to students and lecturers about student learning progression in relation to the module intended learning outcomes. .
Task | Length | % of module mark |
---|---|---|
Essay/coursework Essay: Analysis of practice related to NES |
N/A | 67 |
Essay/coursework Essay: Critical response to a text about NES |
N/A | 33 |
Written feedback on assignment report sheet and face-to-face feedback in supervisions. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.
Macfarlane, R., & Morris J. (2018). The lost words. London: Hamish Hamilton.
Nixon, R. (2011). Slow Violence and the Environmentalism of the Poor. Harvard University Press.
Lewis, L., & Chandley, N. (Eds.). (2012). Philosophy for children through the secondary curriculum. A&C Black.
Braund, M., & Reiss, M. (2012). Learning science outside the classroom. Routledge.
Garrard, G. (2004). Ecocriticism. Routledge.
Kerridge, R., & Sammells, N. (1998). Writing the Environment: Ecocriticism and literature. Zed Books.
Bigger, S., & Webb, J. (2010). Developing environmental agency and engagement through young people’s fiction. Environmental Education Research, 16(3-4), 401-414.
Danks, F., & Schofield, J. (2006). Nature's playground: activities, crafts and games to encourage children to get outdoors. Frances Lincoln ltd.
Souter, N. (2007). Phenology and real science. School Science Review, 89(326), 45